Re-thinking education from the perspective of complexity

Abstract

Within the context of Complexity’s Emerging Paradigm, education acquires a new meaning. Postulating new visions on the educational phenomena that transcends disciplinary conceptions becomes necessary, that is to say, a quest for a more sensitive and exhaustive educational practice, its axis being teaching how to research, integrating social and humanistic sciences, fomenting autonomous knowledge and producing citizens furnished with tools enabling them to interact with their environment in a creative manner as knowledge builders. Thinking on education as a path and as an art, and rethinking education from and for Complexity becomes an urgent task for XXI century educators.